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Why did we create this course?

This Integrated Art/English course--which our students call "Artglish" was the product of a conversation I had with my colleague and English teacher, Rachel Hoogstraten.  We were both lamenting the isolation from colleagues that comes with teaching--we are both more collaborative thinkers--and, we each felt that we didn't have enough time to fit in everything we wanted to include in our respective courses.  As an art teacher, I really value teaching to context and ensuring that the art we create is grounded in local issues, social issues, history, universal themes, or world events.  I always seek out something that makes the work meaningful and helps students conversely make meaning of the world. However, I always struggle to find enough class time to do context well, especially because my students really crave hands-on studio time the most.   Additionally, my expertise is limited.  I know a little about a lot of things, but I do a lot of on-the-spot research to bring myself up to speed on topics I'd like to discuss with students.  How much easier would it be to contextualize art if we were making art based on things students are currently reading, thinking, and talking about in school?

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In English, Rachel Hoogstraten wanted to assign creative projects as ways for her students to demonstrate their learning, but felt that she couldn't give enough class time, materials, or instructional support to students so that their creative products were high-quality works of art.  After talking through these thoughts, we came up with an idea for a co-taught Art/English course that would link student learning through big essential questions that exist in both language and visual arts.  It was really important for each of us that we retain the integrity of our discipline-specific curriculum, but we realized there was lots of room for overlap with shared vocabulary, themes, and creative skills.  I teach the group of students in art every other day in a block schedule, and Rachel Hoogstraten teaches them everyday in English. Both sections of the course have the same students, something our administration supported by allowing us to link the courses in a way during course selection that had not been done before.   

 

We have designed the ​​course to also meet requirements for both English 9 and Foundations of Art & Design, our introductory visual art course in high school.  The class has been really successful at deepening learning, improving both writing and art as well as fostering critical thinking and discussion. Students report that they love the connected curriculum and that it makes the content feel more accessible.  Based on the initial results of our course and on Arts Integration pedagogy research,  we are moving to expand it--possibly even require it for all 9th graders in 2017-18. 

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The 9th Grade Arc:

In 9th grade the overarching English theme is " Self and Society".  The texts selected for the course reflect different ways characters relate to greater societal values and events.  In Foundations of Art & Design, it is important for students to revisit and practice elements of art and principles of  design as well as learn how to work thematically and with greater ownership over creative choices.  With this in mind, we envisioned a course that brings students through a process of thinking and creating based on this sequence:

 

1) Self & Family

Poetry and Authenticity 

Sandra Cisneros Poem

Literary Devices and Principles of Design

Metaphor, Emphasis, Repetition 

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2) Self & Values 

Of Mice and Men by John Steinbeck

Dorothea Lange

Vivian Meyer

Personal Values Photo Essay

Charcoal Enlargement (Value Study)

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3) Self & Perspective

Persepolis by Marjane Satrapi 

How to read Graphic Novels 

Constructing Visual Stories 

Perspective Drawing / Unusual perspectives

Building Historical/Social Context 

Contemporary Iranian Artists

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4) Self as Witness 

Night by Eli Wiesel 

Kathe Kollwitz

Printmaking 

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5) Self as Agent of Change

Final Project: Independent work 

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